SBAC

In this paper, Linda Darling-Hammond and other leading scholars in assessment describe a set of criteria for high-quality student assessments. These criteria can be used by assessment developers, policymakers, and educators.

The five criteria include: 

1. Assessment of Higher-Order...

This paper by Linda Darling-Hammond outlines how states can achieve the goal of making high-quality assessments both affordable and feasible to implement while strengthening teaching and learning at the same time. States that seek such a system can achieve their goals by:

• Understanding...

In this paper, Suzanne Lane advocates for the use of performance assessments, which have been an integral part of educational systems in numerous countries. Research has shown that the format of the assessment affects the type of thinking and reasoning skills that are used by students, with...

This report by Ace Parsi and Linda Darling-Hammond is intended to familiarize state boards of education with performance assessments and help policymakers address some of the thorniest issues around these assessments: purpose, sustainability, reliability, accountability, policy...

As policymakers consider the costs of new assessment systems, it is important to understand the costs of existing testing systems that have evolved at the local as well as state levels, currently pointed at improving performance on No Child Left Behind (NCLB) summative tests. To examine these...

Authored by Joel Knudson, Stephanie Hannan, Jennifer O’Day, and Marina Castro, this brief charts the lessons from the California Learning Assessment System (CLAS) of the early 1990s that can inform state efforts to assess new college- and career-ready standards. The CLAS included performance...

Understanding Language/Stanford Center for Assessment, Learning, and Equity (UL/SCALE), in partnership with WestEd, invite you to explore a new resource designed to support educators in learning from student work on performance tasks. Understanding Proficiency (understandingproficiency....